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MARCH 9, 2006 ACCREDITATION STEERING COMMITTEE MEETING MINUTES

Meeting Notes

March 9, 2006

 

I.      Meeting notes

a.       The February 23 meeting notes were approved.

b.      Jennie will post them on the website.

 

II.      Template for Self Study

a.       Jennie distributed a template showing suggestions on how to use terms from the ACCJC definition of the six themes.

b.      Discussion occurred. Everyone agreed Jennie did a great job on the template.

c.       A copy of the template document is included at the end of these minutes.

 

III.      Format of Self Study

a.       Discussion focused on the format of the self study and who was responsible for what.

b.      Pages 9-11 of the ACCJC Self Study Manual dated August 2005 were reviewed.

c.       Jennie and Beth (with assistance from whoever they can convince) will be doing

·        #1 Cover Sheet

·        #2 Certification page

·        #3 Table of Contents

·        #4 Introduction

·        #5 Abstract of Report

·        #6 Organization for the Self Study

·        #7 Organization of the Institution

·        #8 Certification of continued compliance with Eligibility Requirements

·        #9 Responses to Recommendations from the Most Recent Comprehensive Evaluation

d.      The reports from the standards are part #10.

e.       Part #11 requires a list of the evidence available in the team room. This will probably be done by the librarian.

 

IV.      Documentation for Self Study

a.       Beth reported that Osh had requested the Standard Chairs send them their boxes of evidence so he could start organizing it for the library. Osh has applied for sabbatical so would need to get the information as soon as possible.

                                                   i.      The Standard Chairs said they were not ready to do this.

b.      Discussion focused on how Osh’s sabbatical request would affect his role as librarian.

                                                   i.      Another librarian may be needed.

                                                 ii.      A final decision was not reached.

 

V.      ACCJC Team Visit

a.       The team visit will be Oct 23-26, 2006.

b.      Possible locations for the team room were discussed. A conclusion was not reached.

c.       Kathy said usually the team chair comes prior to the scheduled visit. In the past, he/she has visited West Hawaii. It was agreed that the team chair experiencing the drive to Kona and back was a good thing.

 

VI.      Responses to Recommendations from the Most Recent Comprehensive Evaluation

a.       Kathy reminded us that we needed to make sure all were addressed.

b.      All ACCJC reports are on the website except for the final evaluation report from the 2000 self study.

                                                   i.      Sara has a copy of the 2000 final report. She will get it scanned and sent to Jennie.

                                                 ii.      Jennie will post the 2000 final report on the website.

c.       Jennie will compile the recommendations.

 

VII.      How the ACCJC Team will conduct their Review of the Self Study

a.       Kathy said the order in which the team will look at the self study is:

                                                   i.      Does the college meet all the requirements to be an accredited institution

                                                 ii.      Did the college do all it was suppose to do based on prior recommendations

                                                iii.      What are the results of the detailed self study of each of the standards

 

VIII.      Second/Third Draft

a.       Comments on the second draft are due to the standards by Mon, Mar 20.

b.      The third draft is due April 3.

c.       Doug suggested each standard should incorporate the Program/Unit Review process into their self evaluation.

 

IX.      Next Meeting – Thursday, March 23, 2006 - Manono Conference Room 6A, 9:00 AM

 

 

                            Using Terms from the ACCJC Definition of the Six Themes

 

Dialogue

*Dialogue has guided institutional change.

 

* Dialogue has been focused on developing standards to improve instructional quality.

 

* Policy development related to student achievement is derived from the exchange of ideas among a diverse cross section of the college community.

 

* A process related to enhancing student learning is achieved through the exchange of ideas among a diverse cross section of the college community.

 

* Organizational processes created to enhance student learning are designed during an exchange of ideas among a diverse cross section of the college community.

 

* Reliable information exchange about college programs and services guide a purposeful dialogue for policy planning. 

 

* Reliable information exchange about college programs and services stimulates ongoing self-reflection and improvement planning.

 

Dialogue Template:

  1. Clear statement:

Processes related to enhancing student learning are achieved through the exchange of ideas among a diverse cross section of the college community. 

  1. Evidence:

This was clearly illustrated during the March 4, 2005 Learning Day activities where faculty, staff and administrators engaged in a full day of dialogue centered on institutionalizing an emerging Program Review Process and Student Learning Outcomes.

 

Processes related to enhancing student learning are achieved through the exchange of ideas among a diverse cross section of the college community.  This was clearly illustrated during the March 4, 2005 Learning  Day activities where faculty, staff and administrators engaged in a full day of dialogue centered on institutionalizing an emerging Program Review Process and Student Learning Outcomes.

(continue with narrative on topic)

 Reference the Professional Development link on the Assessment website for PowerPoint presentation and handouts.

 

Student Learning Outcomes       

 

*Student Learning Outcomes development have guided faculty training and discussions focused on improving both teaching and learning.

 

*Hawai’i Community College has consciously provided significant support for the development and implementation of SLOs at the course, program, and degree level.

 

*Student Learning Outcomes Assessment has guided faculty training and discussions focused on improving teaching and measuring student achievement.

 

* A robust institutional planning agenda focused on Student Learning Outcomes and Assessment have directed conscious efforts to support student learning.

 

* A robust institutional agenda focused on Student Learning Outcomes has guided policy development designed to support student achievement.

 

*A robust institutional agenda focused on Assessment has guided policy development designed to support and measure student achievement.

 

Student Learning Outcomes Template:

Hawai’i Community College has consciously provided significant support for the development and implementation of SLOs at the course, program, and degree level.

This is clearly illustrated in the 2004-2006 faculty development activities.  Renown educator Ruth Stiehl was contracted to facilitate several workshops designed to assist faculty in the development and implementation of SLOS at the course and program levels.  (Continue with narrative on this topic) Reference the Professional Development link on the Assessment website.

 

Institutional Commitments

 

* Hawai’i Community College’s primary mission is to support student learning.

 

* Organizational plans are designed to support student learning.

 

* Academic programs are strengthened to support student learning.

 

* The institution demonstrates a commitment to support student learning as its primary mission.

 

* The entire institution participates in reviewing institutional performance.

 

*The entire institution develops plans for improvement of student learning outcomes.

* A diverse cross-section of the college community collaborated on revising the institutional mission statement that reflects the intended student population and the commitment to student learning.

 

Institutional Commitments Template

A diverse cross-section of the college community collaborated on revising the institutional mission statement that reflects the intended student population and the commitment to student learning. On March 3, 2006 during the Learning Day activities…..(continue with narrative explaining the evidence.)

 

Evaluation, Planning and Improvement

 

* The institution has developed an ongoing process to evaluate student achievement.

 

*The institution has developed an ongoing process to evaluate student learning.

 

*The institution has developed an ongoing policy to evaluate student achievement.

 

*The institution has developed an ongoing policy to evaluate student learning.

 

*The institution has organizational structures in place to evaluate student achievement.

 

*The institution has organizational structures in place to evaluate student learning.

 

*The institution has developed an integrated planning process which includes the ongoing evaluation of student achievement.

 

*The institution has developed an integrated planning process which includes the ongoing evaluation of student learning.

 

*Institutional processes are evaluated to measure student achievement.

 

*Institutional processes are evaluated to measure student learning.

 

*Resources are allocated to support the evaluation of student achievement.

 

*Resources are allocated to support the evaluation of student learning.

 

*Improvement plans are derived from a systematic analysis of student achievement.

 

*Improvement plans are derived from a systematic analysis of student learning.

 

*Reevaluation of institutional processes are driven by the systematic analysis of student learning

*Reevaluation of institutional processes are driven by the systematic analysis of student achievement

 

*Reevaluation of institutional policies are driven by the systematic analysis of student achievement

 

*Reevaluation of institutional policies are driven by the systematic analysis of student learning

 

*Reevaluation of organizational structures are driven by the systematic analysis of student learning

 

*Reevaluation of organizational structures are driven by the systematic analysis of student achievement.

 

Evaluation, Planning and Improvement Template

The institution has organizational structures in place to evaluate student achievement. The Assessment Committee has developed a Program Review Template and process that …….(continue with narrative on this topic with focus on evidence)

 

Organization

 

* Communication and decision making structures are oriented to produce and support student learning.

 

*The institution has inclusive organizational structures in place that provide informed leadership to programs that support student learning.

 

*The institution has inclusive organizational structures in place which direct informed and intentional efforts to define student learning.

 

*Resources are allocated to support communication and decision making structures that are oriented to produce and support student learning.

 

*Improvement plans are developed through communication and decision making structures that are oriented to produce and support student learning

 

*The institution has the organizational means to identify and make public the learning outcomes.

 

*The institution has inclusive organizational structures in place with intentional efforts to evaluate how well learning is occurring.

 

Organization Template

The institution has inclusive organizational structures in place that provide informed leadership to programs that support student learning. The Division Chairs Council ……., College Council…..other groups as defined by evidence than continue with narrative with focus on evidence.

 

Institutional Integrity

 

*The institution represents itself to all stakeholders, internal and external with integrity.

 

*Institutional integrity is maintained with an ongoing assessment of policies, practices and procedures.

 

*Integrity is the guiding principle that determines how the institution  treats students, employees and public.

 

*Access to institutional  publications by all stakeholders, internal and external is based on established procedures.

 

*The institution demonstrates regard for issues of equity and diversity.

 

*Institutional  publications are appropriate, clear and accessible to all stakeholders, internal and external

 

*Faculty provide for open inquiry in their classes

 

* Student grades reflect an honest appraisal of student performance.

 

 

Institutional Integrity Template

The institution demonstrates regard for issues of equity and diversity. The Cultural Transformation Initiative contracted with ____________to design and deliver a sexual harassment workshop on _________.  This is the first in a series of campus activities ……continue with narrative focused on evidence.